Rewild Your World
Week 5 - Your Habitat Survey
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Know Your Habitat
Begin the week by revisiting earlier learning about habitats, biodiversity, and the needs of each Champion Animal. Remind students how animals rely on food, water, shelter, breeding spaces, and safe pathways.
Provide time for students to recall and share examples from previous discussions, activating prior knowledge. This helps them see how the new learning connects to what they already understand.
Students will step into the role of young environmental scientists by carrying out a habitat survey of their school grounds. They will explore new scientific vocabulary, consider Steve Irwin’s message, and learn how the return of the Eurasian Beaver helped restore wetlands across Britain.
Use effective questioning to guide discussion about how animals modify habitats and why certain species have a greater impact on the ecosystem than others. Encourage students to connect these ideas to their Champion Animals. These activities deepen their understanding of how species and habitats depend on each other.
This week, you will become real environmental scientists. You will get to know your Champion Animal even better, then explore your school to see if it has what your animal needs to survive.
You will learn new scientific words, read stories about animals that shape their habitats, and discover how creatures like beavers, wombats, and bees change the world around them. You will draw a bird’s-eye view of your school, walk around the grounds like detectives, and look for clues such as food, water, shelter, breeding spaces, and safe pathways.
You will score what you find, make a bar graph, and help your class calculate a full habitat score. You will also take part in a calm mindfulness activity by searching for camouflaged animals, then share your learning in a Dear World story.
This lesson will help you understand what makes a healthy habitat and whether your school provides what your Champion Animal needs to survive. You will learn new scientific vocabulary, explore how different species shape their environments, and use maps, fieldwork, and data to investigate your surroundings like an environmental scientist.
As you work, you will show your understanding by identifying key habitat features, recording and scoring evidence, creating clear graphs, and explaining your decisions using what you have learned. By the end of the week, you will be able to describe how animals and habitats depend on each other and share your message with the world through your Dear World reflection.
Finally, you will complete.....
Your Weekly Keywords
Support students as they explore this week’s vocabulary by modelling how to use context clues and trusted resources to discover meanings. Encourage students to make connections between familiar ideas, such as habitats and ecosystems, and new terminology linked to data collection and fieldwork.
Model how to use context clues, diagrams, and prior knowledge to interpret each term. Demonstrate how similar words relate (e.g., vegetation – canopy; camouflage – safety; forage – food access).
Draw on prior learning from earlier lessons, such as habitat, ecosystem, shelter, camouflage, and seasonal changes, so students can make meaningful connections between what they already understand and new terminology linked to fieldwork and data collection.
Guide students to work collaboratively, discussing their thinking and justifying their choices as they match each word to its definition. Encourage the use of sentence starters such as: I think this word means… because… or This connects to what we learned about… to help students verbalise their reasoning.
This week, your new set of keywords will help you understand how to carry out a habitat survey with confidence and curiosity.
Each word links to the places where living things make their homes and the clues we look for when studying an environment. Some of the words might feel unfamiliar at first, but each one will help you build a stronger scientific vocabulary and think more deeply about the relationships between animals, plants, and their surroundings.
Your task is to provide a simple definition for each word. You may need to do a little research to discover what each word means, so take your time and work carefully. Use books, digital tools, or class resources to guide you.
As you work, talk with a partner about what you notice. Which words describe the different parts of a habitat? Which ones explain how scientists collect information? Which ones connect to what you already know about biodiversity and ecosystems?
By the end of this task, you’ll have a clearer understanding of how to look closely at the world around you and record what you find like a real environmental scientist.
Quote of the Week - Steve Irwin
Invite students to explore the meaning behind Steve Irwin’s words and why they still influence conservation efforts today.
Provide a brief background about his life, values, and contributions to Australian wildlife protection. This builds context and deepens understanding.
Discuss the idea that humans are part of the same living system as every plant and animal, and how this shapes our responsibilities when caring for the environment.
Model how to analyse a quote by identifying powerful verbs, emotional language, values, and purpose. Use think-aloud strategies to unpack key phrases.
Model how a short message can express a powerful idea, focusing on clarity, emotion, and purpose. Encourage students to reflect on their recent learning about habitats and the creatures that depend on them. Guide them to create their own quotes that show understanding, empathy, and a desire to protect the natural world.
Provide feedback that celebrates thoughtful language choices and the ability to communicate big ideas in a clear and inspiring way.
“We do not own the planet Earth; we belong to it. And we must share it with our wildlife.” – Steve Irwin
This week’s quote reminds us that we are part of nature, not separate from it. Everything around us, from the tiniest insect to the tallest tree, shares the same home. As a class, spend some time talking about what Steve Irwin meant when he said these words. Think about who he was, the work he did, and why he cared so deeply about Australia’s wildlife.
As you explore Steve Irwin’s message, think back to the other quotes you have studied in this course. Each one—for example, from Jane Goodall to David Attenborough—shared a powerful idea about caring for our planet and the creatures we live alongside. Notice what these quotes have in common, how they are different, and how the words these changemakers chose were meant to inspire action. Let these ideas guide you as you create a message of your own.
After your discussion, use the template to create your own original quote about caring for the places animals live. Think about what you believe, what you value, and how your words might inspire others to look after the natural world. Let your message be simple, strong, and full of heart.
Story of the Week - The Return of the Eurasian Beaver
Begin by revisiting the idea of rewilding and how people can help restore balance to an environment by supporting key species. You may wish to reintroduce examples from previous lessons, such as the reintroduction of wolves to Yellowstone National Park and the story about St Lucia parrots.
Introduce the Eurasian beaver story, highlighting how the return of one animal helped bring back wetlands, increase biodiversity, and strengthen whole ecosystems.
Emphasise how the beavers’ behaviour changed the landscape, how slowing the water helped wetlands form, how wetlands created food, shelter, and safe spaces for many species, and how humans worked together to support the beavers’ return.
Encourage discussion about the power of natural engineering and how beaver activity creates habitats for many other species. Guide students to notice the role that community cooperation played, including how concerns were addressed and how people worked together to find solutions.
This week, read the story on the task card opposite about the return of the Eurasian beaver in Britain. You will learn how beavers once shaped the land, how they were hunted and disappeared, and how scientists and communities worked together to bring them back.
As you read, notice how the beavers’ actions changed their habitat—slowing water, creating new wetlands, and making homes for many other plants and animals. Think about how one species can have a big impact on the environment around it. Also consider how one animal can help many others and how the land changed when the beavers returned. Then reflect on what this story can teach you about protecting your own Champion Animal.
Finally, consider how this story can guide your actions for your own Champion Animal. Even small steps can help nature recover when people work together.
Comprehension – Shifters and Shapers of Ecosystems
This comprehension task supports students in developing deeper reading skills through literal, inferential, and applied questioning. Before reading, reinforce that literal questions focus on what the text states directly, inferential questions explore what the author suggests or hints at, and applied questions encourage students to connect the information to real-world contexts and their own observations.
The term predation is used in this comprehension text. Introduce this vocabulary explicitly before reading by explaining that predation refers to one animal hunting or catching another animal for food. Emphasise that it is a natural ecological process that helps keep ecosystems balanced. A simple explanation may be helpful:
Predation means when one animal hunts another animal for food. It is a natural part of ecosystems because it helps keep populations balanced.
Guide students to use evidence from the text to support their ideas. Encourage them to notice how each ecosystem engineer or keystone species influences the wider environment and why these roles are important for maintaining ecosystem balance.
This week, you will read an information text about ecosystem engineers and keystone species—animals that play an important role in shaping and supporting the environments they live in.
As you read, focus on how these creatures change their habitats or help to balance ecosystems in ways that support other species’ survival. Notice how digging, grazing, spreading seeds, moving nutrients, building shelters, and predation can transform entire ecosystems.
This text will help you understand the kind of information you will need when you carry out your own habitat survey. It will show how animals influence soil, water, plant growth, and the balance of life in an area. Read each question carefully, as you will answer comprehension questions afterwards that move from simple recall to deeper critical thinking.
As you work, take notes on key examples that explain how ecosystem engineers and keystone species keep environments healthy. Think about how these ideas connect to your Champion Animal and how your own observations outdoors can help you understand the relationships that exist within your local habitat.
If you would like to create your very own examples of keystone species and ecosystem engineers, use the template to develop your own list and discover just how amazing all creatures are to us and every other organism.
Record Your Answers – How Far Can You Go?
Let students know that the comprehension task is organised into four stages that become more challenging as they progress. The aim is for them to move from basic recall towards interpreting ideas and applying them to real ecological situations.
Before students begin, briefly revisit the three types of questions they may encounter:
Literal – what the text says directly
Inferential – what the author suggests or hints at
Applied – how the information connects to real environments and their own observations
Encourage students to work steadily through each level and to respond in full sentences that draw directly on the information in the text about ecosystem engineers.
Take a moment to demonstrate how a reader can pause, look back at a section, and gather clues to form a thoughtful answer. This simple modelling helps students see how strong readers make sense of complex ideas. Give them quiet time to read, reflect, and write so they can focus without distraction.
Invite students to highlight important words, keep short notes in the margin, and use clear openings to structure their responses, such as: “This text explains… This means that… An example of this is…”
When everyone has completed the task, ask them to note the level they reached and to name one area of their understanding that improved during the activity.
After reading the information about ecosystem engineers and keystone species, you will answer twelve comprehension questions that become more challenging as you move through the levels.
You will begin with Level 1 questions that ask for simple facts and work your way towards Level 4 questions that invite you to think deeply, make connections, and apply your understanding to real environments.
Write your answers in full sentences and use evidence from the text to support your ideas. Take your time and read each question carefully before responding.
If you find a question challenging, pause and think. That moment shows your understanding is growing and that you are ready to explore new ideas about how animals shape ecosystems, support biodiversity, and influence the places where they live.
Researching Your Champion Animal - Part 2
For Part 2, the focus is on deepening research and refining information about each student’s Champion Animal.
Begin by revisiting last week’s research (Part 1). Ask students to quickly summarise what they already know about their animal’s basic needs (food, water, shelter, habitat, and appearance).
Encourage students to continue building their knowledge of their Champion Animal by using a range of reliable sources. They can read books, explore trusted websites, or speak with someone who knows a lot about animals.
Remind them that checking facts in more than one source helps ensure their information is correct and that AI-assisted results can sometimes be inaccurate.
Part 2 focuses on understanding the challenges the animal faces and the ways it survives in its habitat. Students will explore:
The challenges or threats their animal faces
How it interacts with other living things in its habitat
How human actions affect its survival
What actions might support its long-term future
This week, you will continue the research you started last week so that you can become a true expert on your Champion Animal. Look at the task card opposite. You will see new questions that help you explore how your animal lives, the challenges it faces, and how it interacts with other living things in its habitat.
To answer these questions, you will need to research carefully. Use books, trusted websites, or talk to someone who knows a lot about animals. Try to use at least three different sources so your information is clear and accurate.
Remember that this is Part 2 of your research. You are building on what you learned last week so that you can know almost everything there is to know about the animal you have chosen.
Make sure you look at the modelled example about the Striped Possum. It will show you exactly what your work should look like and how to organise your ideas.
This research will help you create your Champion Animal resource, which comes later this week. Make sure you gather as much information as possible.
Take your time, stay curious, and enjoy discovering even more about the animal you are protecting.
Creating Your Champion Animal Resource
Encourage students to view this task as a moment of genuine choice and ownership. The wheel gives each student a fair starting point, but the freedom to spin again helps them select a resource idea that feels exciting and meaningful to them. This supports agency and ensures students begin their project with enthusiasm rather than obligation.
Guide students to think about the purpose behind what they are making. Their resource is not simply a classroom activity — it is a teaching tool designed to clearly communicate key information about their Champion Animal. Remind students to refer back to their research (Part 1 & Part 2) and support them in checking the accuracy of their facts and the clarity of their message, so that someone unfamiliar with the species could learn from their work independently.
Model examples of high-quality resources by analysing the features that make them effective: clear organisation, correct facts, labelled diagrams, accurate vocabulary, and a strong message. Prompt students to consider how a younger audience or someone unfamiliar with their animal might understand their work.
Provide a wide range of materials, digital and physical, and encourage experimentation. Celebrate diverse approaches and remind students that each creation should look different, reflecting their personal understanding, style, and strengths. This reinforces individuality and creativity.
Now that you are an expert in your Champion Animal, it is time to create a resource that teaches others what you know. Start by spinning the class wheel. If the idea you land on doesn’t excite you, spin again until you choose one you are truly keen to make.
You will have five days to create your resource, working in class and at home. Make sure it clearly shows how your animal lives, what it needs, and why it matters. It should be something others can read, watch, or explore to learn from your work.
Next week, you will present your creation to the class and take part in a fun game of habitat bingo! More details will come next week. In a few weeks’ time, we will ask you to decide what you want to do with it next. You might donate it to another school, share it with a younger class, give it to a younger child, share it with your family, or send it to a community that could benefit.
Create something you are proud of — something that teaches and inspires others about your Champion Animal.
Mapping Your School from Above
Support students as they learn to imagine their school from a bird’s-eye perspective. Begin by inviting them to close their eyes for a moment and picture what the school might look like from above. This simple visualisation helps them understand that maps are drawings of real places seen from a different point of view.
Explain how the grid on the paper acts as a guide. It helps with estimating distances, keeping proportions steady, and placing each part of the school in the correct position. Model how to count squares, compare sizes, and use simple grid references to describe where objects are located on the map.
In this activity, you will imagine that you are a bird flying high above your school. Using gridded paper, a sharp pencil, and a ruler, you will draw a map that shows your school buildings, playgrounds, gardens, paths, and any surrounding areas.
If available, you may choose to look at Google Maps or use the fire evacuation chart on the wall. These can help you see the layout clearly and check that your shapes and positions are correct.
Start by looking carefully at the shapes of the buildings and the way the different spaces connect. Use the grid to help you estimate distances and keep your lines straight. Try to draw each section in the correct place so that your map looks as close as possible to the real view from above.
Take your time and work neatly. This map will be used in the next activity when you conduct your habitat survey, so accuracy is very important. The more precise your map is, the easier it will be to record the living things you find around your school.
Habitat Survey - Exploring Your School Habitat
Introduce the habitat survey as a chance for students to discover the natural features that already exist around their school. Explain that their goal is to observe like young scientists, paying attention to details they may not have noticed before. Encourage them to slow down, look closely, and enjoy finding things that connect to the needs of their Champion Animal.
Remind students to consider any seasonal activity of their champion animal and if this survey is representative of when the animal could be locally active (for example if it is a migrating species or its activity is dependent on a seasonal lifecycle as is the case for many insects).
Guide students to use their maps as tools for recording evidence. Have them add a key to the map indicating food, water, shelter, breeding sites and connectivity. Model how to match what they see in the environment with a point on the grid so that their markings are clear and accurate. Remind them that careful identification matters, because the information they collect will be used in the next step when they give the habitat a score.
Now that you have created your map, it is time to begin your habitat survey. Before you walk around, read the information in the example and observe how we have completed an example of the survey based on the ringtail possum. Add a coloured key to indicate:
Food
Water
Shelter
Breeding sites
Connectivity
You will then walk around your school grounds and look for the parts of the environment that could support your own Champion Animal. Use your gridded map as your guide and mark any features that might help your animal live, grow, and stay safe.
As you explore, look for important things such as food sources, water, shelter, safe places for breeding, and pathways that allow animals to move from one area to another. These features help animals survive and keep the habitat healthy. Try to be as observant as a detective and think like your Champion Animal. Look closely at plants, soil, water, shade, and open spaces. Think about all the things you have learned so far.
Each time you find a useful habitat feature, mark it clearly on your map. This evidence will help you in the next activity, when you give your school habitat a numerical score based on your findings.
Take your time, move safely, and enjoy noticing the living world that surrounds your school every day. Your careful observations will help you understand whether your Champion Animal could survive here and what the habitat might need to be improved to create a sustainable habitat.
Giving Your School a Habitat Score
Guide students to see the scoring activity as more than simply adding numbers. This task is an opportunity for them to think critically about what their observations actually mean for the survival of their Champion Animal.
Encourage students to look back at their maps, recall their fieldwork, and use real evidence to justify the score they choose for each part of the habitat.
Support students in thinking deeply about the quality and availability of each feature and why a habitat element is helpful or unhelpful. Ask questions such as:
What does this area provide?
How would my animal use this?
Is this feature strong enough to support the species?
These questions help students consider the quality of the habitat rather than just counting features without reflection.
You can also prompt reflection with questions such as:
What evidence supports this score?
Would your animal be able to use this feature safely?
Is this feature available year-round or only sometimes?
How would a low score in this area affect your animal’s survival?
Now that you have completed your habitat survey, it is time to give your school a numerical score. This score will show how well your school can support your Champion Animal. You will look at the five important parts of a habitat identified during the survey:
Food
Water
Shelter
Breeding sites
Connectivity
For each part, give your school a score out of three. Use the score guide on the task card opposite.
For example, if you found several places where your animal could drink water, consider how suitable the access is for your Champion Animal. It may be hard to reach or not reliable, so even though water is present, you might only give it a score of 1 or 2. If it is perfect, it would get a score of 3. If you found no water at all, the score would be 0.
Put on your critical thinking hat and consider the habitat from the animal’s point of view. For instance, a puddle that dries up quickly might only score a 1, while a regularly available water source—accessible and safe—might score a 2 or 3.
Once you have scored each of the five areas, add the numbers together to get your final habitat score. The highest possible score is 15. This total will help you understand how suitable your school environment is for your Champion Animal and where improvements might be needed.
Turning Your Data into a Class Score
Support students as they bring their individual habitat scores together to create one shared class data set. Explain that scientists often compare results from many observers to build a clearer picture of an environment. This helps students understand the value of teamwork, accuracy, and collective thinking.
Guide the class through the process of combining scores and using the equation to calculate the total class habitat score. Emphasise that every student’s data matters and contributes to the final result.
Once the class percentage is calculated, prompt careful reflection. Encourage students to notice patterns, compare results, and offer reasons for why certain habitat features scored higher or lower. Use open questions such as:
What do you notice?
What might this mean?
Why do you think this happened?
These questions help students dig deeper and think critically about their findings.
Promote respectful discussion and remind students that multiple explanations may be possible. Celebrate moments when students connect their bar graphs, field notes, and tally chart findings—these links show growing scientific thinking.
Reinforce that thoughtful collaboration and clear reasoning help the class understand the strengths and weaknesses of their school habitat and guide future steps in improving it for their Champion Animals.
Now that you have scored your school habitat, your first job is to create a bar graph that clearly shows your results. Use the task card to set up five bars for:
Food
Water
Shelter
Breeding sites
Connectivity
This will help you see which parts of the habitat are strong and which ones still need work.
After that, use your notes to write the positives and negatives you found for each habitat feature. Think about what helps your Champion Animal survive and what makes life harder for it.
When your individual work is complete, you will help the class create one big tally chart. Everyone will share their scores, and you will record each one in the correct row:
Food
Water
Shelter
Breeding
Connectivity
Once the tally is finished, follow these steps:
Step 1: Work out the highest possible score
Number of students × 15 = Total possible score
Step 2: Add all the class scores together to find the total points achieved
Step 3: Turn it into a percentage
Total achieved ÷ Total possible = Class habitat score
This tells you how well your whole school habitat supports the Champion Animals chosen in your class.
After calculating the percentage, stop and think. Ask yourself:
Which parts of the habitat scored the highest?
Which parts scored the lowest?
Why do you think this is happening?
Use this reflection to help you understand the strengths and weaknesses of your school habitat. This will guide your ideas for improving the environment in the next steps of your Rewild Your World project.
Weekly Mindfulness – Camouflage
This mindfulness activity invites students to slow down and notice how animals hide within their surroundings. Encourage them to step outside quietly, breathe calmly, and allow their senses to guide their observations. Remind them that camouflage often works so well that creatures may not stand out, so patience and careful looking are essential.
Guide students to focus on subtle details such as colour blending, repeating patterns, shadows, textures, and small movements in leaves, bark, soil, and branches. Prompt gentle questions such as:
What helps this creature stay hidden?
Why might this pattern protect it?
These simple prompts help students build awareness of how animals depend on their environment for safety.
Model this calm and attentive behaviour by joining the activity yourself. Sketch alongside the students and write a short rhyme or reflective line to show that mindfulness and creative expression are for everyone. This helps create a peaceful and focused atmosphere outdoors.
When giving feedback, value stillness, curiosity, and observation over perfect drawings. Celebrate students who notice tiny details that others may miss, as well as those who express their ideas through simple rhymes or descriptive sentences.
This week, you will spend quiet time outdoors looking for animals that are hiding in plain sight. Many creatures use camouflage to blend into their surroundings, so they can stay safe from predators or sneak up on their prey.
Walk slowly through your school grounds or garden and look carefully at leaves, branches, bark, and rocks. Some animals will be so well hidden that you may need to crouch down or look twice before you spot them. You may like to use a magnifying glass if you have one.
Bring your sketchbook or task card and choose one or two camouflaged creatures or hidden features to observe closely. Use your pencil to draw what you see and focus on the tiny details that help the animal stay hidden. Notice the colours, patterns, shapes, and textures that allow it to blend into the background.
After drawing, try writing a short rhyme or simple poetic line about your discovery. You might create something like:
I sit on the bark, so quiet and still,
Blending with patterns until danger is nil.
Let your rhyme show how the animal disappears into its world.
Take this time to slow down, breathe calmly, and enjoy noticing how clever animals are at hiding themselves. This is your chance to pause, observe, and appreciate the secret world of camouflage all around you.
Your Digital Résumé – Experience 5
Encourage students to use their digital résumé as a place for genuine reflection, not just a list of completed tasks. Guide them to think about how completing the habitat survey has changed the way they see their school grounds and the animals that might live there. Help them recognise how this experience has strengthened their curiosity, confidence, and understanding of the natural world.
Support students in using digital tools to present their reflections clearly. Show them how to organise their thoughts, choose a layout, and personalise their page so it truly represents their voice. Remind them that their writing should communicate what they felt, what they learned, and how they have grown.
This week, you will add your fifth experience to your digital résumé by reflecting on your habitat survey. Think about what it felt like to walk around your school grounds with careful eyes, searching for the things your Champion Animal would need to survive. You might reflect on using your map, spotting important habitat features, or working like a real scientist to collect and record your data.
You could write about discovering something you had never noticed before, or how it felt to score your habitat and consider what your school environment does well and what it still needs. You might also reflect on working with your classmates to calculate the class score and seeing how everyone’s findings came together.
Each reflection helps show how much you are growing as a thoughtful observer and protector of the natural world. By adding your ideas to your digital résumé, you are showing how your curiosity, responsibility, and problem-solving continue to develop as you move further into your Rewild Your World journey.
Share Your Thoughts on Dear World
This week, students will write and share a Dear World story based on their habitat survey. Encourage them to think about what stood out, such as mapping the school, spotting important habitat features, or scoring each part of the environment. Help them notice how these experiences deepened their understanding of their Champion Animal.
Invite students to reflect on the values they used—curiosity, responsibility, teamwork, and careful observation—and how these helped shape their view of the school habitat.
Support them in writing a short story that shows their learning and personal growth. When finished, they can upload their reflection to the Dear World Library, including photos of their map or graph to bring it to life.
Celebrate stories that show thoughtful reflection and care for nature. Remind students that their voices can inspire others to protect the places where animals live.
This week, you will write a Dear World story based on your habitat survey. Think about what it felt like to explore your school grounds with your map, spot important habitat features, and score each part of the environment. You might write about something surprising you noticed or a moment when you felt like a real scientist.
Reflect on the values you used, such as curiosity, responsibility, and teamwork, and how they helped you understand your Champion Animal’s needs.
When you are ready, log in to the Dear World Library and upload your story. You can add photos of your map or graph to bring it to life. Use your words to inspire others to care for habitats and protect the animals that depend on them.
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Week 5 Quiz and Certificate
The habitat survey quiz can be completed by following the online link provided. Students may choose to complete it either in class or at home. Encourage them to discuss their ideas with a partner before submitting answers, as sharing thinking helps deepen understanding.
Remind students that the Week 5 certificate is awarded individually, so everyone must complete their own quiz. Emphasise that this is not a test. Instead, it is an opportunity to reflect on what they have learned, review the key ideas from the week, and celebrate how much their knowledge has grown.
As students work, observe their independence, confidence with digital tools, and willingness to collaborate. Look for evidence of perseverance, thoughtful responses, and increasing accuracy—these show that their understanding of habitats, animal needs, and the importance of caring for the natural world is growing.
At the end of this week, you will complete a short quiz to reflect on everything you have learned about habitats and how well they support different animals. Throughout the week, you have mapped your school grounds, carefully observed different spaces, and scored each area based on how suitable it is for your Champion Animal.
Along the way, you have been developing something very important: perspective. You have practised looking at your environment not just as a student, but through the eyes of another living being. You have asked yourself, What would this space feel like if I were my animal? Would I feel safe? Would I find food, shelter, and water here? This ability to step into another point of view is a powerful skill that will stay with you far beyond this project.
The quiz is simply a chance to pause and think about how your understanding has grown. It is not just about remembering facts, but about recognising the connections between animals, plants, habitats, and the choices we make as humans.
Once you complete the quiz, you will receive your Week 5 Certificate. This certificate celebrates your expanding knowledge, your curiosity, and your growing ability to see the world from different perspectives.
There are ten certificates to collect across your Rewild Your World journey. By the end of the course, your full set will represent not just what you have learned, but who you are becoming: a thoughtful, observant, and caring guardian of the natural world we all share.
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